MedEdPublish (2016)最新文献

{"title":"A retrospective feedback analysis of objective structured clinical examination performance of undergraduate medical students.","authors":"Akram Alsahafi, Micheál Newell, Thomas Kropmans","doi":"10.12688/mep.20456.1","DOIUrl":"10.12688/mep.20456.1","url":null,"abstract":"<p><strong>Introduction: </strong>Feedback is an essential component of medical education, enhancing the quality of students' knowledge and skills. However, providing effective feedback, particularly in clinical skills assessments like Objective Structured Clinical Examinations [OSCEs], often poses challenges. This study aimed to evaluate the content of OSCE feedback given to undergraduate medical students over five years.</p><p><strong>Methods: </strong>A retrospective analysis of 1034 anonymised medical students' OSCE performance was conducted, focusing on written feedback. The written feedback data were randomly selected from OSCE sessions, collected from university assessment records and anonymised for ethical considerations. R software was used to identify the most frequently repeated words in the examiners' feedback text, and word cloud charts were created to visualise the responses.</p><p><strong>Results: </strong>Word clouds generated from the top 200 most frequently used terms provided visual insights into common descriptive words in feedback comments. The most frequently repeated word over five years was \"good,\" indicative of potentially non-specific feedback.</p><p><strong>Discussion: </strong>The high frequency of non-specific terms like \"good\" suggests a need for more specific, constructive feedback. However, such generic terms can offer some positive reinforcement, more than they may be needed to foster significant improvement. As previously proposed in the literature, adopting structured feedback forms may facilitate the delivery of more specific, actionable feedback.</p><p><strong>Conclusion: </strong>This study emphasises the importance of providing specific, actionable feedback in medical education to facilitate meaningful student development. As medical education continues to evolve, refining feedback processes is crucial for effectively guiding students' growth and skill enhancement. Using structured feedback forms can be a beneficial strategy for improving feedback quality.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"251"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11615435/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142781261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guidelines for Integrating actionable A-SMART Learning Outcomes into the Backward Design Process.","authors":"Carlos Kiyan Tsunami, Aquiles Rodrigo Henríquez-Trujillo, Karen Ferreira-Meyers, Ziyanda Mwanda, Jyostna Rimal, Jamine Pozu-Franco, Thérèse Delvaux, Deogratias Katsuva Sibongwere, Héctor Javier Montalvo Navarrete, Anuttama Dasgupta, Jean Michel Kolie, Gradi Luakanda-Ndelemo, Claude T Semevo, Sotheara Heng Heng, Susan Dierickx, Diljtih Kannan, Harish Hn, Luis Fucay Guin, Kranthi Vysyaraju, Maria Zolfo","doi":"10.12688/mep.20606.1","DOIUrl":"10.12688/mep.20606.1","url":null,"abstract":"<p><strong>Background: </strong>Learning outcomes are essential in education, guiding both educators and learners towards desired knowledge, skills, and competencies. The backward design process offers a structured approach to curriculum planning, but its integration with actionable, SMART (Specific, Measurable, Achievable, Relevant, Time-bound) learning outcomes needs further exploration.</p><p><strong>Goal: </strong>This guide aims to introduce the concept of \"A-SMART\" learning outcomes and demonstrate their integration into the backward design process, focusing on outcomes that begin with action verbs.</p><p><strong>Methods: </strong>The guide outlines a three-stage curriculum planning approach: (i) define desired results, (ii) determine acceptable evidence of learning, and (iii) plan learning activities. It emphasizes the importance of starting with action verbs in formulating learning outcomes, aligning with Stage 1 of backward design and facilitating the transition to Stage 2 (assessment development).</p><p><strong>Results: </strong>By following this guide, educators will acquire tools to develop effective \"A-SMART\" learning outcomes. This approach immediately advances to Stage 2 of backward design, improving educational practices and ensuring alignment with assessment methods. The guide provides strategies for formulating outcomes that are Action-oriented, Specific, Measurable, Achievable, Relevant, and Time-based.</p><p><strong>Conclusions: </strong>The integration of A-SMART learning outcomes into the backward design process offers a more cohesive and effective educational framework. This approach enhances clarity for learners, provides guidance for instructors, enables more effective assessments, and improves overall learning experiences. The guide also addresses potential challenges in formulating A-SMART outcomes and suggests solutions, including the use of AI tools for inspiration and critical review.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"242"},"PeriodicalIF":0.0,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11589412/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142735214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Redefining professionalism to improve health equity in competency based medical education (CBME): A qualitative study.","authors":"Linda Bakunda, Rachel Crooks, Nicole Johnson, Kannin Osei-Tutu, Aleem Bharwani, Emmanuel Gye, Daniel Okoro, Heather Hinz, Shelley Nearing, Leah Peer, Aliya Kassam, Penelope Smyth, Pamela Chu, Shannon Ruzycki, Mala Joneja, Doreen Rabi, Cheryl Barnabe, Pamela Roach","doi":"10.12688/mep.20489.1","DOIUrl":"10.12688/mep.20489.1","url":null,"abstract":"<p><strong>Purpose: </strong>There is a pressing need to address all forms of anti-oppression in medicine, given systemic harm and inequities in care and outcomes for patients and health care professionals from equity-deserving groups. Revising definitions of professionalism used in competency-based education can incorporate new professional competencies for physicians to identify and eliminate the root causes of these inequities. This study redefined the CanMEDS <i>Professionalism</i> definition to centre perspectives of equity-deserving groups.</p><p><strong>Methods: </strong>In this qualitative study there were two phases. The authors conducted individual semi-structured interviews with participants representing equity-deserving population groups to understand their perspectives on and iteratively build a definition of medical professionalism. Then, the authors undertook a consensus-building process, a modified nominal group technique, using focus groups with community members from equity-deserving groups and healthcare providers to verify findings and arrive at an updated definition of medical professionalism.</p><p><strong>Results: </strong>Four main themes were identified: 1) healthcare at the margins; 2) equity-oriented domains of professionalism; 3) structural professionalism; and 4) supporting improved professionalism. These themes were incorporated into a consensus-based definition of medical professionalism, with a focus on anti-oppression, anti-racism, accountability, safety, and equity.</p><p><strong>Conclusions: </strong>The authors propose a new definition of medical professionalism that embeds anti-oppression, including anti-racism, as critical competencies in clinical practice and education.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"237"},"PeriodicalIF":0.0,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11589420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142735216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering Inclusivity in the Clinical Learning Environment.","authors":"Teresa Y Smith, Kyla Terhune, Donna A Caniano","doi":"10.12688/mep.20515.2","DOIUrl":"10.12688/mep.20515.2","url":null,"abstract":"<p><p>Despite the Supreme Court's decision on race-based admissions, academic medical centers, medical societies, and accreditation bodies remain committed to recruiting a diverse workforce. Many medical schools and graduate medical education programs created initiatives to expand their census of underrepresented in medicine (UIM) as the key to addressing health care disparities. As a result, an influx of an UIM physician workforce has entered clinical learning environments, often without consideration of the inclusivity of these settings. To create inclusive, safe, and comfortable CLEs, we must first recognize the challenges faced by UIM trainees, students, and faculty and the complex ways in which discrimination manifests. Ultimately, having inclusive CLEs allows all learners, especially those from historically excluded identities, to thrive in their training and working environment, making it essential to retain the diverse workforce necessary. Using case examples, we discuss strategies of inclusivity and ways in which we can maintain clinical learning environments where learners feel safe and supported through their training.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"61"},"PeriodicalIF":0.0,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11490830/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bearing witness: Medical education and reflecting on the Holocaust then and now.","authors":"Amanda M Caleb, Michelle Schmude","doi":"10.12688/mep.20451.1","DOIUrl":"https://doi.org/10.12688/mep.20451.1","url":null,"abstract":"<p><strong>Background: </strong>Despite advocacy from the Association of American Medical Colleges (AAMC) and The <i>Lancet</i> Commission on medicine, Nazism, and the Holocaust, Holocaust education is lacking in medical education. To address this gap, students at Geisinger Commonwealth School of Medicine (GCSOM) viewed an Association of American Medical College (AAMC) webinar about medicine during the Holocaust as part of the required curriculum for first year medical students introduced in 2022.</p><p><strong>Methods: </strong>As part of their doctoring course, Physician and Patient Centered Care (PPCC), students viewed the AAMC webinar \"The legacy of the role of medicine during the Holocaust and its contemporary relevance\" and participated in two structured reflections: a written reflection on how webinar topics inform students' professional development and a verbal reflection on learning from the Holocaust to develop a sense of moral courage, advocacy, and activism in medicine. Researchers conducted qualitative analysis of written reflections and analyzed session surveys to determine key themes and impact of the session.</p><p><strong>Results: </strong>Of the 108 enrolled in PPCC, 59 (54.6%) completed a post session Likert scale survey assessing the impact of the webinar on their personal and professional development. As an average, respondents moderately agreed that the webinar impacted their personal and professional development, with 91% slightly, moderately, or strongly agreeing. Additionally, thematic analysis of required written reflections indicated a majority of students (62.5%) identified the need for additional medical humanities education about the Holocaust and its relevance to medicine.</p><p><strong>Conclusion: </strong>Holocaust education encourages medical students to bear witness to past medical atrocities and critically assess the profession and their personal-professional growth. Continued structured integration of the Holocaust in medical education supports critical self-reflection and the development of morally courageous physicians who endorse and practice social accountability in medicine.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"205"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11484539/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improved processing workflow and student transparency with student mistreatment reports leads to graduation questionnaire data gains.","authors":"Adam Channell","doi":"10.12688/mep.20444.2","DOIUrl":"10.12688/mep.20444.2","url":null,"abstract":"<p><p>Mistreatment of students has been historically documented as common in U.S. medical schools, but graduate questionnaire (GQ) data from the Association of American Medical Colleges (AAMC) displays high numbers of students who have experienced mistreatment but not reported the incident. There are many reasons within the literature as to why students do not report their experiences, including fear of academic repercussion or a misunderstanding of what constitutes as mistreatment. Our institution found through GQ data that there was a shortcoming in understanding policies and knowledge of procedures associated with mistreatment, and student focus group responses showed that many students were not confident that their reports would receive follow-up on the part of the institution. These factors led to the formation of a task force to investigate our school's workflow once a report of concern for mistreatment is received and examine measures to increase transparency to the student body that their reports are acted upon. We took measures to place a greater emphasis on communication with students during the mistreatment report workflow, as well as releasing name-blinded data within our weekly student communication emails regarding reports that had been processed and resolved. The results after one year of these efforts saw our GQ percentile data jump from falling between the 10 ^th to 25 ^th percentile to the 90 ^th percentile for student awareness of mistreatment policies and from between the 25 ^th to 50 ^th percentile to between the 75 ^th to 90 ^th percentile for student knowledge of mistreatment procedures. These jumps in GQ figures provide insight for policy changes that could benefit other institutions struggling with building a safe environment for students to confidently report incidents of mistreatment with knowledge that their concerns are important and acted upon.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"62"},"PeriodicalIF":0.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12413609/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Geriatric interprofessional education for enhancing students' interest in treating older people.","authors":"Carolyn Joyce Teuwen, Karlijn Vorstermans, Rashmi A Kusurkar, Hermien Schreurs, Hester E M Daelmans, Saskia M Peerdeman","doi":"10.12688/mep.19773.2","DOIUrl":"10.12688/mep.19773.2","url":null,"abstract":"<p><p>Interprofessional education is one of the interventions used to increase health care students' motivation for working with older patients. Previous research about such interventions has been conducted without the use of control groups and has given inconclusive results. The objective of the present curricular resource was: Does geriatric paper-based interprofessional education influence students' interest in treating older people? During a one-year period, undergraduate fourth-year medical and third-year nursing students wrote four health care plans for four different paper-based older patient cases. In the intervention group students were paired up in interprofessional couples. In the control group students made the assignment alone. Interest for working with older patients was measured on a 5-point Likert scale before and one year after the intervention. In both groups, no significant change was found. Before-interest score of the interprofessional group was relatively high (3.8) so the non-significant results may be due to a ceiling effect. Nursing students' interest in treating older people at the start of the research was higher than medical students' interest.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"24"},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11443234/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142362508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pediatric residency milestone performance is not predicted by the United States Medical Licensing Examination Step 2 Clinical Knowledge.","authors":"Benjamin Miller, Andrew Nowalk, Caroline Ward, Lorne Walker, Stephanie Dewar","doi":"10.12688/mep.19873.2","DOIUrl":"10.12688/mep.19873.2","url":null,"abstract":"<p><strong>Objectives: </strong>This study aims to show whether correlation exists between pediatric residency applicants' quantitative scores on the United States Medical Licensing Exam Step 2 Clinical Knowledge examination and their subsequent performance in residency training based on the Accreditation Council for Graduate Medical Education Milestones, which are competency-based assessments that aim to determine residents' ability to work unsupervised after postgraduate training. No previous literature has correlated Step 2 Clinical Knowledge scores with pediatric residency performance assessed by Milestones.</p><p><strong>Methods: </strong>In this retrospective cohort study, the United States Medical Licensing Exam Step 2 Clinical Knowledge Scores and Milestones data were collected from all 188 residents enrolled in a single categorical pediatric residency program from 2012 - 2017. Pearson correlation coefficients were calculated amongst available test and milestone data points to determine correlation between test scores and clinical performance.</p><p><strong>Results: </strong>Using Pearson correlation coefficients, no significant correlation was found between quantitative scores on the Step 2 Clinical Knowledge exam and average Milestones ratings (r = -0.1 for post-graduate year 1 residents and r = 0.25 for post-graduate year 3 residents).</p><p><strong>Conclusions: </strong>These results demonstrate that Step 2 scores have no correlation to success in residency training as measured by progression along competency-based Milestones. This information should limit the importance residency programs place on quantitative Step 2 scores in their ranking of residency applicants. Future studies should include multiple residency programs across multiple specialties to help make these findings more generalizable.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"308"},"PeriodicalIF":0.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11344197/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142057507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Long-Term Impact of a Medical School Course on the Intersection of Art and Medical History.","authors":"Bobbi G Coller, Gabriel Slamovits, Barry S Coller","doi":"10.12688/mep.20112.2","DOIUrl":"https://doi.org/10.12688/mep.20112.2","url":null,"abstract":"<p><strong>Background: </strong>One recent trend in medical education is the integration of humanities into the curriculum, including viewing works of art in museums, with analysis of short-term, but not long-term, impact. We developed a course for medical students, trainees, and faculty at the Icahn School of Medicine at Mount Sinai co-taught by an art historian and a physician/medical historian that features images of great works of art to make connections between art and medical history with the following goals: 1. To encourage the students to make careful and systematic observations, describe what they see to others in the group, and exchange their views respectfully, 2. To sensitize students to the patient's experience of illness by discussing artists' depictions of patients and the impact of their illness on family and friends, and 3. To highlight milestones in medical history by focusing on artworks that epitomize the state of medical care and science at a defined point in time. We have taught the course for more than a decade and so wanted to assess whether participating in the course had a long-term impact.</p><p><strong>Methods: </strong>We created and deployed a five-question survey to 167 students and received responses from 35 of those students.</p><p><strong>Results: </strong>97% of respondents answered that they still think about the course, and large majorities of the respondents indicated that the course, had an impact on how they viewed works of art (91%), their appreciation of the history of medicine (89%), and their observational skills (80%). More than half the students responded that the course sensitized them to the patient's perspective of illness (63%) and had an impact on how they viewed their role as a physician (51%).</p><p><strong>Conclusions: </strong>Our course has had a long-term impact on the respondents across a wide range of professional and personal characteristics.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"51"},"PeriodicalIF":0.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11362722/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When I say inclusion in health professions education.","authors":"Rashmi Kusurkar","doi":"10.12688/mep.20155.3","DOIUrl":"10.12688/mep.20155.3","url":null,"abstract":"<p><p>There is no unified understanding of the concept of inclusion in the literature. Because of the growing reports of exclusion and marginalization in HPE, and the reports of inequitable health provision in global health, inclusion is currently a widely discussed topic in Health Professions Education (HPE) as well as global health. In this article I explore the concept of inclusion based on the current literature, mainly from the psychological aspect. When I say inclusion, it is not just a sense of belonging, but also the opportunity to participate and contribute meaningfully.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"7"},"PeriodicalIF":0.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11170063/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141319175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}